Mark Decker Univ. og Minnesota på Dokkhuset (notes)
Scientific teaching ( book)
Video m/studentaktivitet uten lyd i bakgrunnen.
Quizzes – active learning, guided inquiry
Student centered learning environment.
Investment in time for techers to change.
Quiz, lecture – task - explain
Evolutionary biology
Actively involved 2 quizzes – a) Learning readiness quiz take individually + learn from + b) taking this as a team
Lower levels ( paracite host relationship = the smart ones do all the work)
Convince ( they are smarter toghether than working as individuals – buy into teamwork
Leads to discussions and refletions. 15 minutes’ quiz (10 minutes discussion)
Takes the teacher out of the content – don’t disturb the students, be an impediment
Physical scratch – an answering sheet-touchable – can’t be erased. Low tech.
Individual quiz + team quiz create points = add up to 10 +5 % of grade.
Two types of questions ambiguous and r/w questions – argue your answer.
Why – taught to students
Herbert Simon,
jo Handelsman, Sarah Miller, Pfund (Scientific teaching – how to use data in teaching).
Emotional component. Make decisions when learning/real life expecrience
Physical movement in the classroom is also important. (Moves)
Making memories stick – structure (Brown, Make it stick)
Work on hypothesis.
Bloom’s taxonomy
Students come prepared to class and they work on the taxonomy.
Backward design.
Class: What do you want to do after this education – building motivation
Task: story relationship, breaking up. HIV positive. Police ( experts in evolutionary biology). Accsation news article. What can you do to help. TASK:
Police: What kind of data would you collect? Hink indiv + then in teams.
Roller i teamene hele året
Alle må forberede seg ved å lese pensumtekster.
En counter som plukker ut teamene som skal referere . En gruppes argumenter bygges videre på i neste gruppe.
Underviser igjen. Setter oppgavene quiz & task sammen og viser en helhet. Oppgave: visualiser kunnskapen spreadsheet, 3D. Viser svaret på oppgaven: Artikkel i Crime case.
Learning objectives and criteria:
Explain
Discuss
Interprete
Team members divide 100 points by the end of the year. This contributes to the result. They then care bout other team members- responsible to eachother – prepare for class
Theory
Critical thinking –
Active learning ( all students learn more-failure rate goes down- convept inventories increased by 0.47 under active learning). Control groups with lecturing is not ethically correct.
Lecture-free is not the best apporach, but good when limited to 10 minutes.
Inquiry based
Problem-based
Room: Monitors-grupperom som i fremtidens klasserom. Technology: multitasking – students self correct. Tweet all friends: knock it off. Teams: account for sex ratio, same team the whole semester.
Bloom’s taxonomy: construct tasks as you move up. Offload the low leves from the textbook as homework/self study. Work from Applcation, analysis, synthesis and evaluation. Low, mid and high level Bloom. Quiz are low level Bloom. Exams are high level Blooms, nye kontekster
Assessment: S, F and S&F
Summative assessment: exams. Formative assessment: quiz, tasks.
Metacognition: Flavell, 76)Life long learning. Strategies to make learning happen. Make a system about how to learn. After som e years, people will stop giing you tests. You will habe to regulate your own learning.
Every single week, they hand in metacognition. Read them and grade them. Uses what they understand, struggle with and how to adjust next lesson.
Backward design: learning goals for students used by instructor. Learining objectives are measurable and made for the students. Assessment – how to assess students/ demonstrate that you understand. ( Many forms, F&S) Create a learning environment.
The lesson: Introduction: engagement (Video), use data to understand-higher level Bloom at the exam. Implementering: gradvis evolution, not revolution.Literature is clear. Students learn more from student centered activities.
Mapping: what they are learning to the learning objectives. Vis læringsmål og vis hva de lærte . Lære om teamwork, feedback, be andre lærere inn, networking communities.
Mark Decker Univ. og Minnesota på Dokkhuset (notes)
Scientific teaching ( book)Video m/studentaktivitet uten lyd i bakgrunnen.
Quizzes – active learning, guided inquiry
Student centered learning environment.
Investment in time for techers to change.
Quiz, lecture – task - explain
Evolutionary biology
Actively involved
2 quizzes – a) Learning readiness quiz take individually + learn from + b) taking this as a team
Why – taught to students
Herbert Simon,
jo Handelsman, Sarah Miller, Pfund (Scientific teaching – how to use data in teaching).
Class: What do you want to do after this education – building motivation
Task: story relationship, breaking up. HIV positive. Police ( experts in evolutionary biology). Accsation news article. What can you do to help.
TASK:
Police: What kind of data would you collect? Hink indiv + then in teams.
Underviser igjen. Setter oppgavene quiz & task sammen og viser en helhet. Oppgave: visualiser kunnskapen spreadsheet, 3D. Viser svaret på oppgaven: Artikkel i Crime case.
Learning objectives and criteria:
Explain
Discuss
Interprete
Team members divide 100 points by the end of the year. This contributes to the result. They then care bout other team members- responsible to eachother – prepare for class
Theory
- Critical thinking –
Active learning ( all students learn more-failure rate goes down- convept inventories increased by 0.47 under active learning). Control groups with lecturing is not ethically correct.Room: Monitors-grupperom som i fremtidens klasserom.
Technology: multitasking – students self correct. Tweet all friends: knock it off.
Teams: account for sex ratio, same team the whole semester.
Bloom’s taxonomy: construct tasks as you move up. Offload the low leves from the textbook as homework/self study. Work from Applcation, analysis, synthesis and evaluation. Low, mid and high level Bloom. Quiz are low level Bloom. Exams are high level Blooms, nye kontekster
Assessment: S, F and S&F
Summative assessment: exams. Formative assessment: quiz, tasks.
Metacognition: Flavell, 76)Life long learning. Strategies to make learning happen. Make a system about how to learn. After som e years, people will stop giing you tests. You will habe to regulate your own learning.
Backward design: learning goals for students used by instructor. Learining objectives are measurable and made for the students. Assessment – how to assess students/ demonstrate that you understand. ( Many forms, F&S) Create a learning environment.
The lesson: Introduction: engagement (Video), use data to understand-higher level Bloom at the exam.
Implementering: gradvis evolution, not revolution.Literature is clear. Students learn more from student centered activities.
Mapping: what they are learning to the learning objectives. Vis læringsmål og vis hva de lærte . Lære om teamwork, feedback, be andre lærere inn, networking communities.